230
Striking with the Hand(s)DescriptionStriking an object with the hand(s) includes controlling a ball in an upward motion, which is involved in skills like the overhead volley in volleyball, and controlling a ball in a downward (hand bounce) direction, which is associated with hand dribbling in basketball or handball. Striking the ball with the hand(s) is a more advanced skill and requires coordination of the hands and eyes, being able to track an incoming ball and strike that ball in one motion. Younger children can enjoy this skill if it is learned in a developmentally appropriate manner, starting with the use of lightweight objects like balloons.
Applying movement principlesStability: Balance or stability is achieved when your feet and/or legs are comfortably spread to provide a wide, stable base of support. Bending your knees will lower the centre of gravity, further increasing stability.
Accuracy: If you strike a ball in line with its centre of gravity (middle), the ball will travel in a straight line. If you hit a ball above or below its centre of gravity, the ball will spin away, losing distance and speed.
Inertia: When an object like a ball is not moving, it has its greatest inertia. To keep the ball bouncing, a force needs to be applied, (e.g. continuous pushing motion/bouncing).
231MANIPULATIVE SKILLSTRIKING WITH THE HAND(S)
FUNDAMENTAL SKILLSS
Learning cues
Volleying with the hands
keep eyes on the ball
position body directly underneath and in line with the ball
strike the ball by extending the arms and legs
striking surface should be fl at – like a pancake
follow through in the direction the ball is to go
Hand dribbling
fi ngers are spread and relaxed
push the ball down, with the wrist and fi ngers controlling the bounce
follow through
push the ball slightly forward
keep the ball below the waist
Learning phases
Discovering phase
Children in this phase fi nd it diffi cult to contact the ball in one motion, and need to explore striking a variety of lightweight objects that are easy to track and strike. Characteristics of this phase are described below.
Volleying with the handschildren fi nd it diffi cult to track or judge the path of the ball/balloon
they fi nd it diffi cult to move underneath the line of the ball
they tend to slap the ball on contact
Hand dribblingchildren use both hands to hold the ball at the sides, with their palms facing each other
they bounce the ball with both hands, keeping their fi ngers stiff with a downward push
they have little control of the ball, bouncing it at varied heights
they use a ‘bounce, catch’ action
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232
Developing phase
Children in this phase are able to consistently control the direction as well as the force of the strike. Activities in this phase focus on practising striking in a range of contexts, working with a partner or striking a ball after it rebounds from a wall. Characteristics of this phase are described below.
Volleying with the handschildren still fi nd it diffi cult to track the ball
they move to the line of the ball
the striking action is mainly from the arms and hands, with little follow-through from the legs
they have little control over the direction of the fl ight of the ball
Hand dribblingchildren hold the ball with one hand on top and one hand underneath
top hand pushes the ball down
hand slaps the ball when bouncing
eyes are on the ball
bounce of the dribble is inconsistent and not greatly controlled
Consolidating phase
Children in this phase can control the ball with consistency in more unpredictable environments. They are able to judge the fl ight path of the ball, and position their body to hit the ball and to pass accurately. Characteristics of performance in this phase are described below.
Volleying with the handschildren move consistently underneath and to the line of the ball
good contact with fi ngertips or hand
effective use of extension of legs and arms – force summation
control the direction of the fl ight of the ball
Hand dribblingchildren hold the ball at waist height
they push the ball down, following through with arm, wrist and fi ngers
relaxed fi ngertips control the dribble
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233MANIPULATIVE SKILLSTRIKING WITH THE HAND(S)
FUNDAMENTAL SKILLSS
Overview Learning phase
Activity name Movement skills/concept Suggested group size
Suggested space
Page
Developing The Bouncing Ball
Bouncing, dribbling, space awareness and moving at different speeds.
1 Level hard area
234
Clock Dribble Bouncing a ball in a stationary position, throwing a large ball in different directions.
4-6 Hard or grass area
236
What is Volleying?
Striking upwards with the hands, space awareness, relationships, body awareness and time and energy.
1 Hard or grass area
237
Look, I am Volleying!
Two-handed overarm pass (volley), underhand pass (serve, bump), personal space, body awareness.
1 Hard or grass area
238
Developing Underhand Striking
Underhand strike, space and body awareness.
1 Hard or grass area
239
Underhand Striking Against the Wall
Volleying a rebound ball, judging speed and direction of rebound, and using body parts.
1 Hard or grass area
240
Over it Goes Underhand volleying over a line/net, space awareness, and judging fl ight path, speed and direction.
2 Hard or grass area
241
Overhead Volleying
Overhead volleying (set), space and body awareness.
1 Hard or grass area
243
Tyrannosaurus Dribbling a ball with the hands while moving, space awareness and evading a tagger.
5-8 Hard or grass area
244
Brooms and Brushes
Dribbling a ball with the hands while stationary or moving, running, evading and dodging taggers.
8+ Hard area 245
Consolidating Burglars Dribbling a ball with the hands, throwing or passing, space or body awareness.
4 Hard area 246
Circle Volley Volleying to a stationary target, moving into space, changing direction and speed.
4-5 Hard or grass area
247
Four Square Volleyball
Underhand strike (bump, or hand bounce) to an area, judging speed and direction, and moving into position to play the ball.
2 or 4 Hard area 248
Keep It Up Striking a ball in the air (volley, serve, bump), body awareness and judging fl ight path.
5-6 Hard area 249
234
Discovering Striking with the Hand(s)
The Bouncing Ball
Movement skills/concepts
Bouncing, dribbling, space awareness and moving at different speeds.
Set-up
Large balls, markers, hoops, music.
Children, each with a large ball, are spread out in a defi ned level, hard surface area.
Activity
Can you …?feel the ball, run your fi ngers over it, push the ball with your hands, try to squash it out of shape
roll the ball with your hand, foot, knee, shoulder, elbow, head, nose
roll the ball over your body, head to toe, make your body into the shape of a ball
bounce the ball while sitting – holding the ball in both hands, push it down using a pushing motion with relaxed fi ngers and catch return
progress to bouncing the ball while kneeling then standing, maintaining eye contact with the ball
Holding the ball in both hands at waist height and placing your feet a shoulder width apart, can you bounce the ball …?
continuously from a stationary position
while stepping side to side, then while turning
with one hand only – change to the other hand
with one hand, varying the height
around your body
through your legs front to back, then back to front
while walking/jogging/running
with alternate hands while travelling
along a line, then inside hoops
in a restricted space with others
to music/rhyme/song
and move with a fast dribble and slow feet
and move with a slow dribble and fast feet
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Children learn by exploring
235MANIPULATIVE SKILLSTRIKING WITH THE HAND(S)
FUNDAMENTAL SKILLSS
Can you see …?
relaxed fi ngers
a pushing action with the fi nger pads
head up, looking around
meeting the ball with the fi ngers, not chasing it
You could ask …
Which ways of bouncing did you enjoy the most?
Which was the easiest or most effective way of dribbling? Why was this?
Variations
Create a sequence: Make up your own bouncing sequence individually or with a partner.
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236
Clock Dribble
Movement skills/concepts
Bouncing a ball in a stationary position, throwing a large ball in different directions.
Set-up
One ball and one hoop per child. A hard or grass surface.
Groups of approximately four–six: children stand outside a circle of hoops, one at each hoop.
Activity
Each child bounces the ball continuously in their hoop. On the call of a number and ‘left’ or ‘right’, (e.g. ‘Three right’) they pass the balls around the circle, person to person, for the number of places and in the direction called. Then they continue to bounce in their own hoop.
Can you see …?
fi ngers spread and relaxed
balanced body position
Variations
Add music: Bounce the ball to a musical rhythm, then pass it when the music stops.
Vary rules: Bounce the number of times called, then pass in the identifi ed direction, (e.g. for ‘Three left’, bounce the ball three times and then pass to the left).
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237MANIPULATIVE SKILLSTRIKING WITH THE HAND(S)
FUNDAMENTAL SKILLSS
What is Volleying?
Movement skills/concepts
Striking upwards with the hands, space awareness (directions and levels), relationships (with objects), body awareness, and time and energy.
Set-up
Soft, large balls, balloons, or lightweight objects; rope; net.
Children, each with a ball, are spread out in a defi ned grass or hard surface area.
Activity
Can you volley the ball …?very hard/softly, high/low
from a seated/kneeling/lying position
so that it goes above your head and as high as possible
forward/backwards/to the side/in a circle
alternating hard and soft
with different body parts, e.g. head, knees, feet
and relax/tense your fi ngers
‘giving’/without ‘giving’ with the ball
so that it drops inside/outside your personal space
from directly underneath it/off to one side
over a line/rope/net
as many times as you can in 30 seconds
as few times as you can in 30 seconds
Can you see …?
enjoyment and participation
safe control of the ball or object
You could ask …
Which type of volley did you fi nd the easiest? Why?
Did any of the volleys hurt your hands or arms? Why do you think this happened?
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238
Look, I am Volleying!
Movement skills/concepts
Two-handed overarm pass, underarm serve, two handed forearm pass (bump), space and body awareness.
Set-up
Balloons, large soft balls or light volleyballs, coloured discs/bases.
Children, each with their own space, are scattered in a grass or hard surface area.
Activity
Can you …?strike the balloon/ball up with open palm so it stays in the air – try to prevent it from touching the fl oor without leaving your spot
strike the balloon/ball high above your head – practise striking with both left and right hands so you can be equally good with each hand
volley the balloon/ball above your head and jump up in the air and meet it as it drops – as if you are giving it a ‘high fi ve’
volley the balloon/ball with your hand once and catch it, then twice and catch it
see if you can volley the balloon/ball 10 times without letting it touch the fl oor
Can you see …?
body underneath the balloon/ball
fl at volleying surface
upward follow through
You could ask …
What do you need to do to keep your balloon/ball in the air?
Where do you have to place your body to keep your balloon/ball in the air?
Variations
Strike while travelling: Children volley the balloon/ball above their heads while moving around the defi ned area.
Use different body parts: For example, strike with the head, elbow or foot. Try a combination of body parts.
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Are the children enjoying
themselves?
239MANIPULATIVE SKILLSTRIKING WITH THE HAND(S)
FUNDAMENTAL SKILLSS
Developing Striking with the Hand(s)
Underhand Striking
Movement skills/concepts
Underhand strike, space and body awareness.
Set-up
A variety of large light balls.
Children are spread out in a designated area, each with a lightweight ball.
Activity
Can you …?strike the ball upward using a fl at palm
strike the ball directly upward so that you can catch it without moving from your own space
volley underhand fi ve times, never leaving your space
volley underhand continuously, moving your feet to get in position if you need to – how many volleys can you do without making a mistake?
repeat the above sequence, but this time volley the ball with your forearms (bump) – to do this, straighten both your arms and bring your forearms together to form a fl at surface
Can you see …?
fl at volleying surface
body underneath the ball
upward follow through
You could ask …
Where will you need to strike the ball to ensure that the ball travels in a straight pathway upward?
What do you need to do with your body to hit the ball upward?
Variations
Work with a partner: One partner tosses the ball to the other, who then volleys underhand back; partners volley to each other.
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240
Underhand Striking Against a Wall
Movement skills/concepts
Volleying a rebound ball, judging speed and direction of rebound, and using body parts.
Set-up
Lightweight balls.
Gymnasium or hall, or an outside area that has a wall.
Children, each with a ball, spread out, facing the wall approximately 2 metres (two of a child’s giant steps) away from it.
Activity
Using a one-handed underarm action, can you …?
bounce the ball and volley it against the wall, when the ball returns from the wall, let it bounce and then catch it
repeat this sequence fi ve times – bounce, volley, bounce, catch
practise the sequence without catching the ball (i.e. bounce, volley, bounce, volley) as many times as you can without making a mistake (i.e. without letting it bounce twice in a row or hit the wall)
practise striking the ball with either hand – so, if the ball comes to your right side, strike it with your right hand; if the ball rebounds on your left side, use your left hand
repeat all of the above activities, but this time with the bump (two forearms) pattern
Can you see …?
staying behind the line of the ball
using quick feet to get into position
striking with the palm of the hand
extending legs and arms, and following through to the target
You could ask …
Where do you need to strike the ball for it to travel forwards to the wall?
How should you have your hand/arm when striking the ball?
Why do you need to keep behind the line of the ball?
Was it easier to volley the ball with one arm or two arms?
Variations
Work with a partner: Practise underhand striking to the wall, alternating the volley and bounce (i.e. your partner will volley the ball to the wall and, once the ball has bounced, the next volley is yours).
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Are all the children
succeeding?
241MANIPULATIVE SKILLSTRIKING WITH THE HAND(S)
FUNDAMENTAL SKILLSS
Over it Goes
Movement skills/concepts
Underhand striking over a line/net, space awareness, and judging fl ight path, speed and direction.
Set-up
Ropes, elastic, chairs, cones, lightweight balls, tape.
Lines are taped on the fl oor or indicated with ropes.
Children in pairs, with one line per pair. Partners begin by standing on either side of their line, approximately two of a child’s giant steps away from it and facing each other across the line.
Activity
Can you …?practise one-handed strike with your partner – hit the ball with the underhand striking pattern so that it crosses over the line and bounces on the other side, then your partner returns the ball to you so that it bounces on your side of the line
practise striking with either hand over the line
see how many times you and your partner can strike the ball back and forth over the line – the ball bounces once each time before you volley it back over
repeat the activities above, but this time with the bump (two forearms) pattern
With a low net(The low net could be elastic tied between two chairs, two pole uprights or two tall cones with a rope drawn between them).
Repeat the sequence of tasks described above, and:
slant your net from high to low, so that you are practising volleying the ball over the net at differing heights
practise varying the force and the angles at which you volley the ball to your partner – let the ball bounce once on each side of the court before contact
see how many volleys you and your partner can achieve without making a
mistake (i.e. without letting the ball bounce twice in a row or hit the ceiling)
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Children modify activity
to increase challenge
242
Can you see …?
eyes on the ball
arms straight – fl at surface
body in the path of the ball
following through in the direction of the strike
You could ask …
What happened to the speed of the ball when you used more or less force? Why was this?
What happened to the direction of the ball when it was struck at different angles? Why was this?
Variations
Vary skills and equipment: Use a soccer ball and kicking.
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243MANIPULATIVE SKILLSTRIKING WITH THE HAND(S)
FUNDAMENTAL SKILLSS
Overhead Volleying
Movement skills/concepts
Overhead volleying, space and body awareness.
Set-up
Lightweight balls (balloons/foam balls/volleyballs).
Children, each with a lightweight ball, are spread out in a defi ned grass or hard area.
Activity
Can you …?toss the ball up in the air and, using the pads of your fi ngers, volley the ball upward above your head so that the ball returns directly to you, then catch the ball after each volley
repeat and see if you can volley the ball upward twice in the air and then catch the ball; try volleying three times and catch, then gradually increase the number of times you volley the ball in the air and catch it – how many times can you volley the ball before it touches the ground?
stand facing a wall, toss the ball above your head and volley it upward to the wall using both hands, then catch it after it rebounds from the wall; repeat, this time with two volleys in a row and catch, then gradually increase the number of times you volley in a row before you catch it
with a partner standing one metre away, pass the ball back and forth with the overhead volley pattern – each person gets two strikes on each side
still with your partner, see if you can keep the ball going with only one strike on each side
Can you see …?
eyes on the ball
bending knees to get underneath the line of the ball
following through with arms and legs in an upward motion
contacting the ball using the fi nger pads
You could ask …
Where should your body be when you volley the ball?
How do you have your fi ngers when you contact the ball in the overhead volley?
Variations
Introduce a net: Children toss a ball up and volley over a net to a partner on the other side, who catches it. Partner repeats the sequence. Children gradually build up to volleying the ball back and forth over the net as many times as possible without making a mistake.
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244
Tyrannosaurus
Movement skills/concepts
Dribbling a ball with hands stationary or moving, space awareness and evading a tagger.
Set-up
Large round bouncy balls.
Children are spread out in a defi ned grass or hard surface area with a safe line. All children have a ball except one child, who is the tyrannosaurus.
Activity
Children, move around the area, dribbling the ball for as long as possible. If a child loses control of the ball, they call, ‘Tyrannosaurus’. All then run holding their ball and trying to cross the safe line before being tagged by the tyrannosaurus. Choose a new tyrannosaurus and the game continues.
Can you see …?
relaxed dribbling
head up looking around
not touching others
You could ask …
How can you avoid losing control of the ball while dribbling?
What can you do to evade the tyrannosaurus?
Variations
Vary action of tyrannosaurus: The tyrannosaurus tries to steal the ball from dribblers while they are dribbling.
Vary action of dribblers: On the call of ‘Tyrannosaurus’, dribblers continue to dribble the ball while evading the tyrannosaurus.
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Are all children
involved?
245MANIPULATIVE SKILLSTRIKING WITH THE HAND(S)
FUNDAMENTAL SKILLSS
Brooms and Brushes
Movement skills/concepts
Dribbling a ball with the hands while stationary or moving, running, evading and dodging taggers.
Set-up
Large balls.
A defi ned hard surface area is divided in two with a safe line at each end.
Two even teams, one in each half of the area: one team is Brooms and the other is Brushes. Everyone has a ball.
Activity
All players on each team dribble the ball within their area. On the call of ‘Brooms’ or ‘Brushes’, each player on the team named stops bouncing, gathers their ball and runs over their end safe line before the opposing team can tag them. When a player is caught, they join the opposing team. The pursuers can drop their own ball to chase.
Can you see …?
safety when chasing
head up looking around
pushing action with fi ngers when dribbling
You could ask …
How can you best keep control of the ball?
How will you evade the taggers in the other team?
Variations
Modify game: Players move around while bouncing then, on the call of ‘Brushes’ or ‘Brooms’, both teams continue to dribble while running away or chasing.
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246
Consolidating Striking with the Hand(s)
Burglars
Movement skills/concepts
Dribbling a ball with the hands, throwing or passing, space and body awareness.
Set-up
Large balls.
Groups of four (three dribblers and a burglar), with one ball per group, in a defi ned grass or hard surface area.
Activity
The three dribblers dribble and pass the ball to see how long they can keep it away from the burglar, who tries to steal it. If the ball is stolen, the person who lost the ball becomes the new burglar. No body contact is allowed.
Can you see ...?
head up looking around
low dribbling – ball no higher than waist height
relaxed fi ngertips control the dribble
You could ask …
Dribblers: When will you decide to dribble and when will you decide to pass the ball?
How were you able to keep the ball away from the burglar?
Burglar: When was a good time to try to steal the ball?
Variations
Modify rules: Play two on two, or three on three.
Vary size of area: Decrease or enlarge the area.
Add goals: Place several markers about 1 metre apart as gates. See how many gates the dribblers can get through in a set time.
Vary skill and equipment: Use soccer or hockey dribbling skills.
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Are children thinking and
playing?
247MANIPULATIVE SKILLSTRIKING WITH THE HAND(S)
FUNDAMENTAL SKILLSS
Circle Volley
Movement skills/concepts
Volleying ball to a stationary target, moving into space, changing direction and speed.
Set-up
Lightweight balls.
Groups of four–fi ve, with one ball per group, are spread out in a circle in a grass or hard surface area, with about 2 metres between each child. One child stands in the centre of the circle and has the ball.
Activity
The child in the middle throws a high lob to one child in the circle, who volleys it back to the fi rst child. This is repeated until each child has had a turn. The child in the middle is replaced by another child.
Can you see …?
moving the body under the ball
fi ngers spread – contact with pads of fi ngers
bending and extending – bending knees to receive, and extending legs and arms upward on contact
following through
You could ask …
How can you keep the ball up in the air?
How effective is your volley? Why is this?
Variations
Pass around the circle: The fi rst child in the circle throws the ball to the child on their left, who then volleys it in the air and catches it before throwing it to the next child on their left.
Increase challenge: Players try to volley around the circle without catching the ball.
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248
Four Square Volleyball
Movement skills/concepts
Underhand strike (serve), two handed forearm pass (bump), judging speed and direction, and moving into position to play the ball.
Set-up
Lightweight balls that will bounce.
Hard court area marked out in squares (2 metres wide approximately): some sets of four squares and some sets of two squares.
Groups of either two or four, each group with a ball: a player stands in each square.
Activity
Children play Four Square or Two Square.
One player starts the game by serving the ball underhand after one bounce and, for Four Square, hitting it to any player in the other three squares or, for Two Square, hitting it to the other player.
The player receiving the ball must keep it in play by striking the ball with an underhand strike (bump) to any square on the full.
Play continues until a mistake is made, such as where a player is not able to return the ball, hits the ball by sidearm or overarm, or catches the ball and steps into a square occupied by another player.
After each rally, rotate positions and change the server.
Play the game:cooperatively, by counting the number of volleys made by your group before a mistake
competitively, by hitting the ball to others in your group (Four Square) so that it
makes it hard for them to return the ball
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Children lead activity
249MANIPULATIVE SKILLSTRIKING WITH THE HAND(S)
FUNDAMENTAL SKILLSS
Can you see …?
arms straight – fl at surface
quick feet – to get the body in line with the oncoming ball
following through to target
You could ask …
What was different about the way you hit the ball for the cooperative game compared to the competitive game?
How could you modify this game to score points? How will this change the way you play the game?
Variations
Develop game: Children modify the game to include scoring and rules.
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250
Keep it Up
Movement skills/concepts
Striking a ball in the air (volley, serve, bump), body awareness and judging fl ight path.
Set-up
Lightweight balls.
Teams of fi ve–six, with one ball per group, spread out in circle formation in a hard court area.
Activity
Each team tries to keep its ball in the air by volleying it from player to player. The ball may be hit to any player in the circle. The winners are the team that makes the highest number of volleys in a row without the ball bouncing. Players may use any kind of volley: underarm strike, bump or overhead volley.
Can you see …?
communication among team members
moving feet to get into position
hitting ball with fl at surface upward
following through
You could ask …
How can you work as a team to keep the ball in the air?
What do you need to do with your arms/hands to keep the ball in the air?
Variations
Simplify the game: Allow one bounce between each hit. Place a player in the middle.
Extend skills: Allow only one kind of pass.
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